Curriculum

 

Primary/Junior Sequence

Total: 48 credit hours

Semester 1: Foundations (12 credits)

This course is designed to introduce the prospective teacher to the theories of human learning, development, and motivation and the applications of these theories in the learning environment. Each of the developmental stages of early childhood, childhood, preadolescence and adolescence will be focused upon to gain awareness of human learning, maturation, and motivation. Prospective teachers will be required to participate in a schoolbased preservice practicum placement to experience the application of theories; observe the interaction of a child/adolescent within the school, family and peer systems; and reflect upon their learning through a case study project. Failure to complete 75 hours of preservice practicum will result in a failing grade.

Credit Hours: 3

This course introduces prospective teachers to the characteristics of students with physical, cognitive and emotional/ behavioral challenges. Candidates will review legislation and the IPRC process, as well as be introduced to such skills as reading and implementing IEPs and running an effective inclusion classroom. Candidates will explore the role of students, family and education professionals. As part of this course candidates will reflect upon observations and interactions with students with disabilities. Candidates will be required to participate in a pre-service practicum placement. Failure to complete 75 hours of preservice practicum placement will result in a failing grade for the course.

 

Credit Hours: 3

This course is designed to help prospective teachers develop the knowledge and skills to deliver literacy instruction effectively. Students will learn how to: (a) create a literate environment that wraps literacy around all areas of the curriculum, (b) implement the Ontario Expectations following principles of effective instruction, (c) incorporate technology into instruction, (d) use a wide range of literature, including multicultural literature, across the curriculum, (e) cultivate partnerships with parents to encourage and enhance literacy development, and (f) use literacy assessments to make decisions about instruction for diverse learners. Candidates will be required to participate in a preservice practicum placement. Failure to complete 75 hours of preservice practicum placement will result in a failing grade for the course.

 

Credit Hours: 3

This course is a reflective examination of the educational system in Ontario, its laws, and the ways in which diverse disciplines (e.g., history, philosophy, psychology, sociology, multiculturality, economics, and ethics) are the bases upon which Western educational practices are built. Course experiences will involve candidates gaining knowledge with which to analyze the effects of these educational foundations on the school experience in the past and present. Candidates will use their evolving foundational framework to examine educational paradigms, theories, and practices that either strengthen and expand the democratic possibilities of schooling or maintain the current correspondence between educational success and students’ socioeconomic and cultural identities. Candidates will be required to participate in a preservice practicum placement. Failure to complete 75 hours of preservice practicum placement will result in a failing grade for the course.

 

 

Credit Hours: 3

Semester 2: Methods (12 credits)

This course is designed to provide teacher candidates with the knowledge, skills, and affective dispositions necessary to plan, deliver and assess effective standards-based learning experiences for students in grades K-6. The goal is to prepare candidates for careers as successful teachers in the changing world of school that is now marking the Western pluralist democratic societies’ attempts to educate all of its children to never before realized levels of cognitive development. Candidates will examine their own preset notions of what teachers do and what for them meant effective teaching. Against their metacognitive framework based upon their own previous 15 plus years as students observing teachers, candidates will begin to formulate their own new idea of how to be an effective teacher. Candidates will do this by viewing student learning within a constructivist framework emphasizing the knowledge and experience that they bring to the classroom and how to build on that knowledge. Candidates will learn how to implement the Ontario expectations, assess student learning, and understand how technology enhances the development of student knowledge. Candidates will learn how to develop lesson plans across the curriculum that will engage learners of diverse backgrounds and needs. Portfolio entries will continue to evolve as candidates evidence their growth in developing lesson plans. During the second semester of study, candidates will be required to complete a

75 hour preservice practicum placement. Failure to complete the preservice practicum placement will result in the candidate receiving a failing grade for the course.

 

Credit Hours: 3

This course defines the scope and sequence of the Ontario primary/junior curriculum in the core areas of mathematics, science, and the developmental learning of students in grades K-6. Prospective teachers will view student learning within a constructivist framework emphasizing the knowledge and experience that they bring to the classroom and how to build on that knowledge. Prospective teachers will learn how to implement the math, science and technology curriculum as delineated in the Ontario Expectations, assess student learning, and understand how technology enhances the development of student knowledge in the area of math and science. Candidates will also develop lesson plans across the curriculum that will engage learners of diverse backgrounds and needs. Candidates will be required to participate in a teaching assistantship practicum. Failure to complete 75 hours of teaching assistantship practicum will result in a failing grade for the course.

Credit Hours: 2

This course defines the scope and sequence of the Ontario primary/junior curriculum in the core areas of health/P.E. and the arts and the developmental learning of students in grades K- 6. Prospective teachers will view student learning within a constructivist framework emphasizing the knowledge and experience that they bring to the classroom and how to build on that knowledge. Prospective teachers will learn how to implement the health/ P.E. and the arts curricula as delineated in the Ontario Expectations, assess student learning, and understand how technology enhances the development of student knowledge in the area of health/P.E. and the arts. Prospective teachers will also develop lesson plans across the curriculum that will engage learners of diverse backgrounds and needs. Candidates will be required to participate in a teacher assistantship practicum placement. Failure to complete 75 hours of teacher assistantship practicum will result in a failing grade for the course.

 

Credit Hours: 2

 

This course defines the scope and sequence of the Ontario primary/junior curriculum in the core areas of language arts and social studies and the developmental learning of students in grades K-6. Prospective teachers will view student learning within a constructivist framework emphasizing the knowledge and experience that they bring to the classroom and how to build on that knowledge. Prospective teachers will learn how to implement the language arts and social studies curricula as delineated in the Ontario Expectations, assess student learning, and understand how technology enhances the development of student knowledge in these core areas. Candidates will also develop lesson plans across the curriculum that will engage learners of diverse backgrounds and needs. Candidates will be required to participate in a teaching assistantship practicum. Failure to complete 75 hours of teaching assistantship practicum will result in a failing grade for the course.

 

 

Credit Hours: 2

This course serves as an introduction to the basic principles of measurement and evaluation (diagnostic, formative and summative), with emphasis upon test construction in accord with instructional objectives, more specifically the overall and specific expectations described in the Ontario curriculum. A study of procedures of evaluation will be made including numerical, alphabetical, and narrative forms. Consideration is given to the statistical principles of validity and reliability, and the variety, selection and use of standardized achievement and aptitude tests (e.g., provincial grades 3 and 6 literacy and math, grade 9 math and grade 10 literacy). Treatment is also given to the evaluation of procedures, products, and typical behaviours, including the problems and cautions in the use and interpretation of test results.  The method of assigning marks and grades to primary/junior and intermediate/senior grades will be examined in accord with the provincial achievement charts, and the Program Planning and Assessment Guide. Candidates will be required to participate in a pre-service practicum placement. Failure to complete 75 hours of pre=service practicum placement will result in a failing grade for the course.

 

 

Credit Hours: 3

Semester 3: Professional Practice (12 credits)

This field experience is designed to enable teacher candidates to develop competence in teaching in primary/junior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.

 

Credit Hours: 6

This course is designed to provide the teacher candidate with knowledge and under-standing of those competencies that are essential to successful teaching. The seminar focuses upon the student teacher’s professional role as a classroom practitioner. In addition, responsibilities for classroom organization and management and the development of multiculturally sensitive and gender equitable classrooms; attitudes toward teaching, learning, and assessment; knowledge of ethics and a basic understanding of school systems and community characteristics are considered.

Credit Hours: 3

** Catholic candidates who wish to teach in a Catholic board are required to take the Religious Education pre-service course EDU 690.

EDU 228         Multicultural Education

 This course examines the theories and practices of multicultural education which are presented as central to teaching and learning, not as marginal or added on to the “regular” curriculum. Study of multi-cultural concepts (e.g., inclusion, accurate representation, multiple perspectives, indigenous scholarship) will reveal how diverse knowledge bases have been historically muted in educational and other discourses. In order to avoid replicating this exclusionary practice, prospective teachers will explore ways in which students’ (and their own) multiple identities are embedded in teaching and learning that accurately represents diverse knowledge bases. Such an approach is multicultural and therefore emancipatory because it encourages students to become thinkers and producers of knowledge-practices that increase students’ opportunities and life chances.

 

 EDU 476 Language Arts Integration

This course is designed to prepare prospective teachers for teaching the language arts (reading, writing, listening, speaking, viewing, and visually representing) in the primary/elementary classroom using an integrated approach. Prospective teachers will learn how to guide students through each stage of the reading and writing processes and how to incorporate technology into each process. They will also learn how to utilize effective practices and strategies that enable elementary students at all levels of literacy development to read, write, listen, and speak for information and understanding; for literary response and expression; for critical analysis and evaluation; and for social interaction. Emphasis is placed on making meaningful connections for students, building strong home-school connections, and using ongoing assessment of student progress to guide instruction.

 

** EDU 690    Pre-service Religious Education

 The course is designed to enhance the professional knowledge, skills, and dispositions of candidates preparing to teach in Catholic schools in Ontario. To that end, this course will begin by introducing teacher candidates to the Catholic educational tradition in Ontario discussing such topics as the: history of Catholic education in Ontario, the philosophical underpinnings of a Catholic school system, the critical assessment of values embedded in the curriculum and the support system presently available to Ontario Catholic teachers. The course will also include the principles of moral and faith development, an introduction to the Hebrew and Christian scriptures, the content and rationale of religious education curriculum, and the Church and sacramental life.

 

Credit Hours: 3

Semester 4: Practicum (12 credits)

This course is designed to provide the teacher candidate with knowledge and under-standing of those competencies that are essential to successful teaching. The seminar focuses upon the student teacher’s professional role as a classroom practitioner. In addition, responsibilities for classroom organization and management and the development of multiculturally sensitive and gender equitable classrooms; attitudes toward teaching, learning, and assessment; knowledge of ethics and a basic understanding of school systems and community characteristics are considered.

Credit Hours: 3

This field experience is designed to enable teacher candidates to develop competence in teaching in primary/junior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.

Credit Hours: 6

** Catholic candidates who wish to teach in a Catholic board are required to take the Religious Education pre-service course EDU 690.

EDU 228         Multicultural Education

 This course examines the theories and practices of multicultural education which are presented as central to teaching and learning, not as marginal or added on to the “regular” curriculum. Study of multi-cultural concepts (e.g., inclusion, accurate representation, multiple perspectives, indigenous scholarship) will reveal how diverse knowledge bases have been historically muted in educational and other discourses. In order to avoid replicating this exclusionary practice, prospective teachers will explore ways in which students’ (and their own) multiple identities are embedded in teaching and learning that accurately represents diverse knowledge bases. Such an approach is multicultural and therefore emancipatory because it encourages students to become thinkers and producers of knowledge-practices that increase students’ opportunities and life chances.

 

 EDU 476 Language Arts Integration

This course is designed to prepare prospective teachers for teaching the language arts (reading, writing, listening, speaking, viewing, and visually representing) in the primary/elementary classroom using an integrated approach. Prospective teachers will learn how to guide students through each stage of the reading and writing processes and how to incorporate technology into each process. They will also learn how to utilize effective practices and strategies that enable elementary students at all levels of literacy development to read, write, listen, and speak for information and understanding; for literary response and expression; for critical analysis and evaluation; and for social interaction. Emphasis is placed on making meaningful connections for students, building strong home-school connections, and using ongoing assessment of student progress to guide instruction.

 

** EDU 690    Pre-service Religious Education

 The course is designed to enhance the professional knowledge, skills, and dispositions of candidates preparing to teach in Catholic schools in Ontario. To that end, this course will begin by introducing teacher candidates to the Catholic educational tradition in Ontario discussing such topics as the: history of Catholic education in Ontario, the philosophical underpinnings of a Catholic school system, the critical assessment of values embedded in the curriculum and the support system presently available to Ontario Catholic teachers. The course will also include the principles of moral and faith development, an introduction to the Hebrew and Christian scriptures, the content and rationale of religious education curriculum, and the Church and sacramental life.

 

Credit Hours: 3

Intermediate/Senior Sequence

Total: 48 credit hours

Semester 1: Foundations (12 credits)

This course is a reflective examination of the educational system in Ontario, its laws, and the ways in which diverse disciplines (e.g., history, philosophy, psychology, sociology, multiculturalism, economics, and ethics) are the bases upon which Western educational practices are built. Course experiences will involve candidates gaining knowledge with which to analyze the effects of these educational foundations on the school experience in the past and present. Candidates will use their evolving foundational framework to examine educational paradigms, theories, and practices that either strengthen and expand the democratic possibilities of schooling or maintain the current correspondence between educational success and students’ socioeconomic and cultural identities. Candidates will be required to participate in a pre-service practicum placement. Failure to complete 75 hours of pre-service practicum placement will result in a failing grade for the course.

 

Credit Hours: 3

This course is designed to introduce the prospective teacher to the theories of human learning, development, and motivation and the applications of these theories in the learning environment. Each of the developmental stages of early childhood, childhood, preadolescence and adolescence will be focused upon to gain awareness of human learning, maturation, and motivation. Prospective teachers will be required to participate in a schoolbased preservice practicum placement to experience the application of theories; observe the interaction of a child/ adolescent within the school, family and peer systems; and reflect upon their learning through a case study project. Failure to complete 75 hours of preservice practicum will result in a failing grade.

Credit Hours: 3

This course is designed to help prospective teachers develop the knowledge and skills to deliver literacy instruction effectively. Students will learn how to: (a) create a literate environment that wraps literacy around all areas of the curriculum, (b) implement the Ontario Expectations following principles of effective instruction, (c) incorporate technology into instruction, (d) use a wide range of literature, including multicultural literature, across the curriculum, (e) cultivate partnerships with parents to encourage and enhance literacy development, and (f) use literacy assessments to make decisions about instruction for diverse learners. Candidates will be required to participate in a pre-service practicum placement. Failure to complete 75 hours of pre-service practicum placement will result in a failing grade for the course.

Credit Hours: 3

This course introduces prospective teachersto the characteristics of students withphysical, cognitive and emotional/behavioral challenges. Candidates willreview legislation and the IPRC process, aswell as be introduced to such skills asreading and implementing IEPs andrunning an effective inclusion classroom.Candidates will explore the role of students,family and education professionals. As partof this course candidates will reflect uponobservations and interactions with studentswith disabilities. Candidates will berequired to participate in a pre-servicepracticum placement. Failure to complete 75hours of preservice practicum placement willresult in a failing grade for the course.

Credit Hours: 3

Semester 2: Methods (12 credits)

This course is designed to provide teacher candidates with the knowledge, skills, dispositions and experiences necessary to plan, deliver and assess effective standards-based learning experiences for diverse adolescents in the intermediate division. The goal is to prepare candidates for careers as successful teachers in the changing world of school  that is now marking the Western pluralist democratic societies’ attempts to educate all of its  teenagers to never before realized levels of cognitive development. Candidates will be required to participate in a preservice practicum placement. Failure to complete 75 hours of preservice practicum placement will result in a failing grade for the course.Work in this course is directly aligned with the Expectations of the Ontario Curriculum. 

Credit Hours: 3

This content-specific course is to be taken concurrently with EDU 460 providing the prospective teacher with experiences that combine general teaching strategies with teaching the chosen subject. Candidates enrolled in this course will study methods of teaching the chosen discipline and engage in field experiences relevant to its teaching. This course deals with issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments as outlined by the Ontario Ministry of Education relevant to the teaching in this content area. Candidates’ portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to this content area. Candidates will be required to participate in 75 hours of teaching assistantship and teach a minimum of two lessons. Failure to complete the 75 hours of teaching assistantship will result in a failing grade forthe course.

Credit Hours: 6

This course serves as an introduction to the basic principles of measurement and evaluation (diagnostic, formative and summative), with emphasis upon test construction in accord with instructional objectives, more specifically the overall and specific expectations described in the Ontario curriculum. A study of procedures of evaluation will be made including numerical, alphabetical, and narrative forms. Consideration is given to the statistical principles of validity and reliability, and the variety, selection and use of standardized achievement and aptitude tests (e.g., provincial grades 3 and 6 literacy and math, grade 9 math and grade 10 literacy). Treatment is also given to the evaluation of procedures, products, and typical behaviours, including the problems and cautions in the use and interpretation of test results.  The method of assigning marks and grades to primary/junior and intermediate/senior grades will be examined in accord with the provincial achievement charts, and the Program Planning and Assessment Guide. Candidates will be required to participate in a pre-service practicum placement. Failure to complete 75 hours of pre=service practicum placement will result in a failing grade for the course.

Credit Hours: 3

Semester 3: Professional Practice (12 credits)

This course is designed to provide the teacher candidate with knowledge and understanding of those competencies that are essential to successful teaching.  The seminar focuses upon the student teacher’s professional role as a classroom practitioner. In addition, responsibilities for classroom organization and management and the development of multiculturally sensitive and gender equitable classrooms; attitudes toward teaching, learning, and assessment; knowledge of ethics and a basic under-standing of school systems and community characteristics are considered.

Credit Hours: 3

This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professionalseminar. Teacher candidates are supervised byan experienced associate teacher and the university supervisor

Credit Hours: 6

** Catholic candidates who wish to teach in a Catholic board are required to take the Religious Education pre-service course EDU 690.

EDU 228         Multicultural Education

 This course examines the theories and practices of multicultural education which are presented as central to teaching and learning, not as marginal or added on to the “regular” curriculum. Study of multi-cultural concepts (e.g., inclusion, accurate representation, multiple perspectives, indigenous scholarship) will reveal how diverse knowledge bases have been historically muted in educational and other discourses. In order to avoid replicating this exclusionary practice, prospective teachers will explore ways in which students’ (and their own) multiple identities are embedded in teaching and learning that accurately represents diverse knowledge bases. Such an approach is multicultural and therefore emancipatory because it encourages students to become thinkers and producers of knowledge-practices that increase students’ opportunities and life chances.

 

EDU 455         Assessment of Students with Special Needs

The intent of this course is to provide teacher candidates with knowledge of various assessment practices, skills in the assessment of learners with disabilities, and an understanding of the legal, moral and social issues associated with assessment in special education. The course will focus on the assessment of the following four areas: intelligence, achievement, behavior, and social-emotional well-being. Teacher candidates will work in teams to prepare an Indivi-dualized Education Plan for a student for whom all four types of assessments have been performed.

 

** EDU 690    Pre-service Religious Education

 The course is designed to enhance the professional knowledge, skills, and dispositions of candidates preparing to teach in Catholic schools in Ontario. To that end, this course will begin by introducing teacher candidates to the Catholic educational tradition in Ontario discussing such topics as the: history of Catholic education in Ontario, the philosophical underpinnings of a Catholic school system, the critical assessment of values embedded in the curriculum and the support system presently available to Ontario Catholic teachers. The course will also include the principles of moral and faith development, an introduction to the Hebrew and Christian scriptures, the content and rationale of religious education curriculum, and the Church and sacramental life.

 

Credit Hours: 3

Semester 4: Practicum (12 credits)

This course is designed to provide the teacher candidate with knowledge and understanding of those competencies that are essential to successful teaching.  The seminar focuses upon the student teacher’s professional role as a classroom practitioner. In addition, responsibilities for classroom organization and management and the development of multiculturally sensitive and gender equitable classrooms; attitudes toward teaching, learning, and assessment; knowledge of ethics and a basic under-standing of school systems and community characteristics are considered.

Credit Hours: 3

This field experience is designed to enable teacher candidates to develop competence in teaching adolescents in the intermediate/senior classrooms. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with Ontario curriculum expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professionalseminar. Teacher candidates are supervised byan experienced associate teacher and the university supervisor

Credit Hours: 6

Credit Hours: 3